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1 – 10 of 57Gede Suwardika, Agus Tatang Sopandi, I. Putu Oktap Indrawan and Kadek Masakazu
In the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking…
Abstract
Purpose
In the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.
Design/methodology/approach
This study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.
Findings
The findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.
Research limitations/implications
Some limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.
Practical implications
This study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.
Social implications
The social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.
Originality/value
The uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.
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Andrew Cram, Stephanie Wilson, Matthew Taylor and Craig Mellare
This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.
Abstract
Purpose
This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.
Design/methodology/approach
A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.
Findings
The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.
Practical implications
This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.
Originality/value
The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.
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Mohammed Mufaddy Al-kasasbeh, Ghassan Issa Alomari, Fakhri Abudl Kareem Bani Doumi and Haitham M. Alzoubi
The study aims to assess the impact of electronic learning (e-learning) on students' performance (SP), with an emphasis on the mediating role of sustainable education (SE) at the…
Abstract
Purpose
The study aims to assess the impact of electronic learning (e-learning) on students' performance (SP), with an emphasis on the mediating role of sustainable education (SE) at the Sharjah Police Sciences Academy (SPSA). The urgency of this study was highlighted by the global COVID-19 pandemic that happened between 2020 and 2022, which emphasized the need for e-learning as a tangible and imperative solution.
Design/methodology/approach
The study applied a quantitative approach, targeting the 91 student population at SPSA in the winter semester of 2022/2023 who practiced the e-learning process. A comprehensive survey was implemented disseminating 91 questionnaires by Google Forms to all students. Of the total, 61 questionnaires were returned, resulting in a response rate of 67.03%.
Findings
The results revealed that e-learning predictors explained 85.4% of the variations in SP, and 46.4% of the variations in SE. The model demonstrated a strong fit and high predictive relevance. The indirect impact of e-learning on SP through SE was found to be positive and statistically significant at the 0.05 level. Consequently, the mediation effect was considered partial and statistically significant.
Practical implications
Policymakers and educators should consider findings of the study when designing educational programs and policies. Accordingly, the SPSA management could gradually focus on safeguarding a sustainable e-learning environment and improving high-tech platforms. This would involve creating a sustainable e-learning curriculum to enable students to remain informed on the best e-learning practices.
Originality/value
An empirical study is essential for exploring the optimal answers to inquiries related to e-learning, SE and their impact on SP. The finding of the current study may contribute to the existing knowledge on e-learning, SE and SP. Additionally, they may improve learning activities and provide more sustainable learning experiences, leading to enhanced learning outcomes for students
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Action research by three teaching teams to build the capacity of teachers, in preparation for the transition from a traditional heritage building to a new innovative learning…
Abstract
Action research by three teaching teams to build the capacity of teachers, in preparation for the transition from a traditional heritage building to a new innovative learning facility, forms the basis of this chapter. The new building consisting of four storeys with seven innovative learning environments that support a wide range of teaching and learning opportunities challenged the teams to rethink their pedagogy and embark on a new and exciting journey. The story notes the challenges faced and the successes achieved as well as further action research once established within the new learning environments.
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Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key…
Abstract
Purpose
Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula.
Design/methodology/approach
The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question.
Findings
The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased.
Originality/value
As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.
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Carmen Jane Vallis, Huyen Thi Nguyen and Adrian Norman
Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design…
Abstract
Purpose
Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design patterns for connected learning at scale at an Australian university may be adapted to a Vietnamese higher education context.
Design/methodology/approach
12 educational design patterns that address the challenges of active learning and large teaching team management are discussed. The authors then critically reflect on their cross-cultural adaptation for the higher education context, from an Australian to a Vietnamese university.
Findings
Transitioning from passive to active learning strategies and effectively leading large teaching teams present similar challenges across our contexts. Educational design patterns, when dynamically adapted, may assist educators to teach skills that are critical for work and the future. Higher education institutions globally could enhance their practices by incorporating international best practice approaches to educational design.
Practical implications
The Connected Learning at Scale (CLaS) educational design patterns explored in this article offer solution-oriented strategies that promote a more active learning experience. This paper identifies adaptations for educators, especially those in Vietnamese higher education that respect traditional structures, cultural nuances and resource limitations in implementation.
Originality/value
Whilst educational design patterns are well-researched in the Western contexts, few studies analyse design patterns in an Asian, and in particular the Vietnamese context. More research is needed in the cross-cultural adaptation of educational design patterns that joins practice and theory.
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Arushi Bathla, Ginni Chawla, Mahrane Hofaidhllaoui and Marina Dabic
Applying critical analysis as the methodological framework for assessing the literature, the review seeks to present a summary and evaluation of the existing body of knowledge…
Abstract
Purpose
Applying critical analysis as the methodological framework for assessing the literature, the review seeks to present a summary and evaluation of the existing body of knowledge. This approach helps to establish the basis for developing forthcoming recommendations.
Design/methodology/approach
The articles were selected through a Systematic Literature Review following the PRISMA guidelines, and utilising Scopus, Web of Science, Science Direct, and the Education Resources Information Center database. Field taxonomy is presented based on the outcomes.
Findings
Through a critical review, we offer narrative arguments that document the shortcomings in the existing literature by scrutinising study designs and highlighting suboptimal approaches. Finally, we issue a call to action for future research, envisioning its potential to reorient and reconstruct the field while enhancing the quality of future studies. This proactive stance aims to foster the development of more competent and insightful perspectives, theories, and policy recommendations within design thinking in management education and training.
Practical implications
The research in this field holds significant potential for providing valuable practical and policy insights, contingent upon the rigorous and thorough execution of studies.
Originality/value
This article presents a robust critical review of 57 state-of-the-art articles investigating design thinking in the context of management education and training.
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Divya Surendran Nair and Seema Bhandare
The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those…
Abstract
Purpose
The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course.
Design/methodology/approach
This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis.
Findings
Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect.
Originality/value
Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.
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Ying Geng, Huai-Ying Huang, Ching-Hui Chen and Pei-Hsuan Lin
This study is a pilot study exploring the usefulness and ease of use of a prototype VR PetCPR system and discusses the possibility of using it to facilitate pet healthcare skills…
Abstract
Purpose
This study is a pilot study exploring the usefulness and ease of use of a prototype VR PetCPR system and discusses the possibility of using it to facilitate pet healthcare skills acquisition. The designed VR PetCPR training system aims to provide pet healthcare professionals with an inexpensive, accessible and reliable CPR training tool and refine their skills in a controlled and simulated environment.
Design/methodology/approach
The study was conducted in a one-day workshop. The workshop consisted of the morning section (Section A) and the afternoon section (Section B). Section A was the knowledge acquisition stage. Section B is the VR PetCPR stage. Trainees were then given 30 min to experience the VR PetCPR set. When trainees were ready, they were required to complete two trials of dog CPR practice. After the practice, trainees completed the questionnaire and reported their attitudes toward VR PetCPR practice.
Findings
Overall, trainees held positive attitudes toward the effectiveness and usefulness of the VR PetCPR. After practicing skills via VR CPR, over half of the trainees responded that the system is effective in helping them understand the essential knowledge (e.g. operation status, operation positions, etc.) of performing CPR skills on a 30-pound dog. A significantly positive attitude was reported on trainees’ perceptions toward the ease of use of practicing their chest compression skills with the PetCPR. The positive attitudes significantly outnumbered the negative attitudes on explicit instruction and guidance, accessibility, convenience in practice and straightforward interface.
Originality/value
From data collected from 16 animal hospitals in the United States, Europe and Australia with 709 cases, 147 dogs (28%) and 58 cats (30%) temporarily attained ROSC during CPR, and 14 dogs (3%) and four cats (2%) survived to hospital discharge. Training veterinary CPR techniques and implementing RECOVER guidelines still have a long way to go. However, recent virtual reality simulations for CPR training were mainly designed for human patients CPR (Issleib et al., 2021; Liu et al., 2022; Almousa et al., 2019; Wong et al., 2018). The VR PetCPR remains a missing puzzle in the current VR training designs.
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Nadia Safura Zabidin, Sheila Belayutham and Che Khairil Izam Che Ibrahim
The purpose of this study is to explore the knowledge, attitude and practices (KAP) of Industry 4.0 between the academicians and industry players in construction engineering…
Abstract
Purpose
The purpose of this study is to explore the knowledge, attitude and practices (KAP) of Industry 4.0 between the academicians and industry players in construction engineering, further suggesting a mechanism to narrow the gap between the distinct parties.
Design/methodology/approach
This study was conducted through structured online and face-to-face interviews, using KAP survey, and semi-structured interviews. This constructive research was conducted among Malaysian construction industry players and academicians from the construction engineering department in public universities.
Findings
The findings exhibit the similarities and differences of KAP between academics and industry on Industry 4.0 in construction engineering. In general, both categories of respondents have displayed more similarities than differences in all aspects, except for knowledge. The better knowledge profile of Industry 4.0 among the academicians reflects the nature of the academic works that constantly seek new knowledge, thus suggesting the establishment of an industry-academic (I-A) knowledge equilibrium framework to leverage the knowledge profile between both parties.
Research limitations/implications
This exploratory study that showcases the perspective of the academia and industry practitioners on Industry 4.0 acts as a cornerstone for bridging the gap between the two distinct sectors within the same field.
Practical implications
The gap between the academic and industry was highlighted, further establishing the I-A knowledge equilibrium framework that could also be applied to other fields of study.
Originality/value
The originality of this paper was the profiling of the KAP of Industry 4.0 for the academicians and industry players in construction engineering, further distinguishing the gap between both parties.
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